Diversity Stalled: Explorations into the Stagnant Numbers of African American Engineering Faculty
Diversity Stalled: Explorations into the Stagnant Numbers of African American Engineering Faculty
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多样性停滞：对非裔美国工程学院数量停滞的探索
DOI：
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发表时间：
2015
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影响因子：
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通讯作者：
Stacey L. Houston
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作者：
E. McGee;W. H. Robinson;Lydia C. Bentley;Stacey L. Houston
乌木岛McGee是范德比尔特大学皮博迪学院多样性和城市教育的助理教授，也是西北大学科学职业研究与发展小组的成员。她获得了博士学位。在数学教育从伊利诺伊大学芝加哥，她是国家教育学院/斯宾塞基金会博士后研究员和国家科学基金会博士后研究员。作为一名前电气工程师，她关注的是科学，技术，工程和数学（STEM）的学习和参与历史上被边缘化的有色人种学生。她的研究重点是种族化的经验和偏见在STEM教育和职业成就中的作用，对学术成就的传统观念提出问题，以及成功但被边缘化的意义，以及STEM身份和身份发展在高成就的有色人种学生中。她目前是由NSF资助的两项研究的PI，其中第一项研究调查了为什么非裔美国人仍然是工程教师职位中代表性最低的种族群体之一。第二项研究是致力于为有色人种的工程博士生设计一个全面的种族和性别关注的指导计划。
Ebony O. McGee is an Assistant Professor of Diversity and Urban Schooling at Vanderbilt University’s Peabody College and a member of Scientific Careers Research and Development Group at Northwestern University. She received her Ph.D. in Mathematics Education from the University of Illinois at Chicago; and she was a National Academy of Education/Spencer Foundation Postdoctoral Fellow and a National Science Foundation Postdoctoral Fellow. As a former electrical engineer, she is concerned with science, technology, engineering, and mathematics (STEM) learning and participation among historically marginalized students of color. Her research focuses on the role of racialized experiences and biases in STEM educational and career attainment, problematizing traditional notions of academic achievement and what is mean to be successful yet marginalized, and STEM identity and identity development in high-achieving students of color. She is currently the PI on two studies funded by NSF, the first of which investigates the causes behind why African Americans remain one of the most underrepresented racial groups in engineering faculty positions. The second study is working toward the design of a holistic racial and gender attentive mentoring program for engineering PhD students of color.